TEACHERS’ PERCEPTION ON THE CHALLENGES OF USING GOOGLE CLASSROOM IN TEACHING ENGLISH DURING COVID-19
( A Case Study of English Teachers in SMAN 1 Pangkah)
A Thesis
Presented in Partial Fulfillment of Requirements for the Degree of Master of Education (M.Pd) in the Graduated Program of English Education.
By:
Priska Amaliani (21180140000004)
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARI HIDAYATULLAH STATE ISLMAIC UNIVERSITY 2022
ii
STATEMENT OF ORININALITY
I decare that the thesis entitled “Teachers’ Perception on the Challenges of Using Google Classroom in Teaching English During Covid-19” represent my original work an d that I have used ni other sources exerp as noted in the citations. All data, tables, figures and text citations which have been reproduced from any other sources have been explicitly acknowlegded. I have read and understood the Ministry of National Education (MoNe) of Indonesia No. 17 the year 2010 regarding plagiarism in higher education. Therefore, I am responsible for any claims in the future regarding the originality of my theus, and I am ready to accept nay academic punishment including withdrawal of my academic degree in this pronouncement proves wrong.
Jakarrta, 11
stAugust 2022
Priska Amaliani
21180140000004
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ENDORSEMENT SHEET
This is to declare that the thesis entitled “Teachers’ Perception on the Challenges of Using Google Classroom in Teaching English During Covid-19 ( A Case Study Of English Teachers in SMAN 1 Pangkah)” written by Priska Amaliani with the students’number 21180140000004, has been proposed to Faculty of Educational Scinces, Syarif Hidayatullah State Islamic University of Jakarta, and has been announced to pass the thesis defense examination on August, 5th 2022. The thesis has been revised as suggested by the examiners. Therefore, the author can achieve master of education (M.Pd).
.
Jakarta, August 4th 2022
The Head of Master Program Date Signature
Prof. Dr. Ratna Sari Dewi, M.Pd. (11 August 2022) NIP. 19720501 199903 2 013
Examiner 1
Dr.Muhammad Farkhan, M.Pd. (11 August 2022) NIP. 19650919200031002
Examiner 2
Dr.Alek .M,PD (11 August 2022) NIP.19690912 200901 1 008
Acknowledged by
The Dean of Faculty of Educational Sciences
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ACKNOWLEDEMENT
All praises are to Allah SWT The Most Beneficent and The Most Merciful.
Praised be to Allah, Lord of the Worlds, who has given the writer his love and compassion to finish the lst assigment in her Study. Peace and salutation be upon to the prophet Muhammad SAW, his family, companion, and adherence.
Here, the writer proudly deliver her geat honor to all of lectures, institution, family and friend who have contributes in different ways since this thesis is processed until it becomesa complete writing that will be presented to the Faculty of Educational Sciences in partial fulfilment of the requirement for master’s degree in English Education.
The writer realizes that this thesis would not finish well without support, suggestion and help from all parties, especially the advisor, Kustiwan, S.Ag., M.A., Ph.D and Prof. Dr. Ratana Sari Dewi, M.Pd that had given much of theier time, attention, and support to guide the writer to accomplis this reasearch. Then, the writer would like to express a biggest thanks to the examiners for giving a lot of suggestion for this thesis, Dr. Muhammad Farkhan, M.Pd. amd Dr. Alek, M.Pd.
The writer also would like to thaks her Husband M. Basir, who’s been very supportive of me in every respect and her late parents, Iwan Maulana and Toifatin their encouragement of my interest in education.
The witer’s sincere gratitude also goes to:
1. Dr. Sururin M.Ag, the Dean of Faculty of Educational Sciences
2. Prof. Dr. Ratna Sari Dewi, M.Pd, the head of Gratitude Program of English Department
3. All lectures in Master progam of English Education who had share his/her knowledge andd also for the valuable guidance and encouragement
4. Dra. Mimik Supriyatin, M.M, the head of SMAN 1 Pangkah for permittig me inconducting reserach in that School.
5. Mrs. Lulu, Mr. Kutubun and Mrs. Suntoro as the English teachers of SMAN pangkah, for helping me in completing the data.
Finally, I would like to thank all my family members, my colleagues and my friends for their support during my master program at UIN Syarif Hidayatullah Jakarta.
Jakarta, 11
stAugust 2022
Priska Amaliani
v ABSTRACT
Priska Amaliani.
Teachers’ Perception on the Challenges of Using Google Classroom in Teaching English During Covid-19 (A Case Study of English Teachers in SMAN 1 Pangkah). A thesis of Master Degree at English Department, Faculty of Educational Sciences, Syarif Hidayatullah State Islamic University, Jakarta 2022 M/ 1443 H.
This study aims to investigate and explain teachers' perceptions of the challenges of using Google Classroom in teaching English. This research was conducted at SMAN 1 Pangkah, Tegal. Which method used in this study is a descriptive qualitative approach. Information obtained through questionnaires, observations, interviews, and documentation. Research result shows that there are five categories of teachers perception on the challenges of using Google Classroom in teaching, namely, Teaching process barriers, technical barriers, assignment barriers, interaction and communication barriers and inadiquate of training. Despite all that, teachers agree that Google Classroom is a user-friendly learning platform.
Keywords:
Perception, Challenges of Using Google Classroom in teaching
English.
vi ABSTRAK
Priska Amaliani. Persepsi Guru tentang Tantangan Penggunaan Google Classroom dalam Pengajaran Bahasa Inggris Selama Covid-19 (Studi Kasus Guru Bahasa Inggris di SMAN 1 Pangkah). Skripsi S2 Jurusan Bahasa Inggris, Fakultas Ilmu Pendidikan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta 2022 M/ 1443 H.
Penelitian ini bertujuan untuk menyelidiki dan menjelaskan persepsi guru tentang tantangan menggunakan Google Classroom dalam mengajar bahasa Inggris. Penelitian ini dilakukan di SMAN 1 Pangkah, Tegal. Metode yang digunakan dalam penelitian ini adalah pendekatan kualitatif deskriptif. Informasi diperoleh melalui angket, observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa terdapat lima kategori persepsi guru tentang tantangan penggunaan Google Classroom dalam mengajar, yaitu, hambatan proses pengajaran, hambatan teknis, hambatan tugas, hambatan interaksi dan komunikasi dan pelatihan yang tidak memadai. Terlepas dari semua itu, para guru setuju bahwa Google Classroom adalah platform pembelajaran yang ramah pengguna.
Kata kunci: Persepsi, Tantangan Penggunaan Google Classroom dalam pengajaran bahasa Inggris.
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TABLE OF CONTENT
ABSTRACT ... v
ABSTRAK ... vi
TABLE OF CONTENT ... vii
LIST OF TABLES ... viii
LIST OF FIGURE ... ix
CHAPTER 1 INTRODUCTION ... 1
A. Background of the Study ... 1
B. Research Focus and Sub-focus ... 3
C. Research Question ... 4
D. The Objectives of the Research ... 4
E. Significance of the Research ... 4
CHAPTER II LITERATURE REVIEW ... 5
A. Teaching English During COVID-19 ... 5
B. Technology for Education ... 6
C. Perception ... 8
D. Teachers’ Challenges ... 8
E. Computer-Assisted Language Learning (CALL) ... 8
F. Mobile-Assisted Language Learning (MALL) ... 10
G. Technology Acceptance Model (TAM) ... 11
H. Google Classroom ... 12
I. Previous Study ... 15
CHAPTER III RESEARCH METHODOLOGY ... 19
J. Research Method ... 19
K. Research Setting ... 19
L. Participants ... 19
M. Research Instrument ... 19
1. Quesionnaire ... 19
2. Semi-Structured Interview ... 20
3. Observation ... 20
4. Documentation ... 20
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N. Data Collection Procedure ... 20
O. Data Analysis Procedure ... 21
P. Trustworthiness ... 22
1. Credibility... 23
2. Transferability ... 23
3. Dependability ... 23
4. Confirmability ... 24
CHAPTER IV FINDINGS AND DISCUSSION ... 25
A. Data Description ... 25
B. Data DIscusion ... 40
CHAPTER V CONCLUSION, SUGGESTION AND IMPLICATION ... 45
A. CONCLUSION ... 46
B. SUGGESTION ... 47 C. IMPLICATION ...
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LIST OF FIGURE
Figure 3.1 Data Analysis Procedure ... 22
Figure 4.1 Opening Lesson ... 25
Figure 4.2 Uploded Material ... 25
Figure 4.3 Giving Instruction, Assigment and Deadline of Assigment... 27
Figure 4.4 Giving Assigment ... 27
Figure 4.5 Students’ Assigment ... 28
Figure 4.6 Feedback of the Students Assessment ... 34
Figure 4.7 Students Blank Document ... 35
Figure 4.8 The Status of Students’ Assigment ... 35
Figure 4.9 Students’ low Participation ... 37
A. Research Background
CHAPTER 1 INTRODUCTION
The COVID-19 pandemic crisis has resulted in changes in all aspects, including in education. Several countries adopted strategies relevant to dealing with problems, including school closures (Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H.
(2020). In Indonesia, the closing of educational institutions because of an epidemic has not occurred before. This pandemic's central theme is 'social distancing,' which is currently the primary prevention of the virus's spread. The world of education has new norms by the campaign of social distancing. In other words, many schools have turned to learn online or virtual learning. So, online has become an inseparable part since the COVID-19 pandemic.
Against the background of the COVID-19 outbreak, various new policies were launched regarding teaching activities. Soon after that, due to the growing spread of COVID-19 and the preservation of the health of students, teachers, and all educational personnel, the Minister of Education and Culture of the Republic of Indonesia instructed all academic units to conduct online learning from 24 March 2020 (Mendikbud, 2020a).
Nonetheless, there was uncertainty regarding what is taught, how to teach, workloads for teachers and students, the classroom environment, and its educational implications (Zang, Wang, Yang, & Wang. 2020).
Besides, social isolation is unpredictable, which causes alternative virtual learning in schools that needs special attention. Although technology usage in the course of learning has been carried out long before the COVID-19 pandemic, technology's role has become the spearhead of learning in the social distancing era. In the past, teachers applied technology as one thing that could be collaborated with classroom learning methods. Still, now the role of technology is at the core of everything, namely how learning, assignments, assessments, and evaluations can be carried out. Teachers of all backgrounds and ages must face practical and technical challenges to deliver distance teaching (Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A, 2020).
Furthermore, teachers must create classes in their respective homes or what can be called distance learning. Distance learning is a type of approach in which teachers and students separated. Learning material is conveyed through a telecommunication system, hoping that the learning process will continue to run well. So, by using telecommunication, teachers do not deliver the material and give assignments and evaluations. Although the use of technology to support distance learning is emerging and overgrowing in recent years, unfortunately, the literature highlights that there is a lot of unpreparedness that must be faced, such as weak online teaching infrastructure, lack of teacher experience, information gaps, the environment at home, and so on (Murgatrotd, 2020).
Hamilton (2015) confirms that the teaching technology used by the teacher is more important than the equipment used. The exercises are aimed at developing background information, modeling and activity, reading, demonstrating, solving a problem, investigating, reviewing data, reacting to an idea, fee senses, as well as engaging students in critical thinking. In addition, the most critical step in the design of an online learning
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environment is the identification of learning goals and the provision of specific learning needs for students. The goals set out all the learning objectives, instructional methods, learning experiences and tests contained in the syllabus (Sewell., 2010).
Moreover, Sebastianelli (2015) stated that learning materials have been the most significant factor for both understood learning and student satisfaction. In addition, teachers should realize that what the student does is more important than what they do. In order to create meaningful and beneficial user experience, materials and learning experiences on online learning platforms should be effective, usable, desirable, searchable, open, trustworthy and beneficial (Dorf, 2019).
Based on conditions, teachers must also use technology that contains material and allows two-way communication, including learning English. There are four skills to be expressed in learning English, respectively listening and reading as receptive skills and speaking and writing as productive skills. It emphasizes teachers to choose a platform that can cover these four skills and efficiently operate both teachers and students. In other words, even though there is a large amount of digital learning available, teachers are expected to be able to choose the right platform based on learning material and students' conditions. Moreover, learning through networks must cover several potentials, such as meaningful learning, easy access, and improved learning outcomes.
On the other hands, In the online context, many of the techniques used in face-to - face communication modes can be modified and used, it is not simply the case that a "one size fits all approach" is used, which is what teaching staff prefer to do relatively unfamiliar with the online environment. Instead, adaptation and distinction scales within the method can be used to better distinguish between different learners and different teaching contexts across online and live modes.
Moreover, Orlando and Attard (2015) argued that technology teaching is not a one-size-fits-all solution, since it depends on the types of technology used at the time and also the curriculum material taught. This means that the integration of technology offers additional considerations for consideration in terms of teaching pedagogy and the creation of learning experiences. Despite this, it is often taken for granted that technology will develop learning (Kirkwood & Price, 2014) with the prevalent belief that technical integration, learning progress and student involvement are mutually and interlinked.
However, additional workload burdens on those seeking to connect with the online environment can be created by creating individually tailored differentiated instruction for each learner within and through each cohort, as teaching staff strive to adapt, often reactively, to the individual learning and interaction needs of each cohort.
In overcoming this condition, educators in Indonesia think about teaching and interacting with students closely related to e-learning and e-teaching. Not only teachers, students, and parents have to adapt to this new perspective, which is social distancing. The digital revolution is inevitable in education, whether through telecommunications, digital books, online examinations, and interaction in a virtual environment (Strielkowski, 2020).
In other words, teachers must employ a variety of educational tools, either through Computer-Assisted Language Learning (CALL) or Mobile-Assisted Language Learning
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(MALL), to continue and enhance the learning experience for students. The terms CALL and MALL describe the logic associated with language acquisition. The adoption of computers in educational settings started in the mid-20th century, while mobile devices have used in education since the beginning of the 21st century. The two are bound because mobile devices would not exist without the invention of the computer. As technology advances today, mobile has dramatically enhanced its features, which often replaces desktop computers.
Google Classroom has turned this phenomenon of the techno-dependence of the young generation in this situation as a solution. As a positive example of technology, it has become more than an online learning platform itself, since it improves personalized learning that parallels learning outside the classroom, anywhere and at any time. Since the Google Classroom is also an online learning app-based and web-friendly, Numerous researchers tried to track the opportunities and challenges of Google Classroom in terms of teaching and studying various subjects from different disciplines, including science , social studies, business studies, and so on. But in terms of teaching and learning English via the Google Classroom, no substantial research work has been undertaken.
Google Classroom has been built for academic purposes by Google, which is simple to use. During its development, the use of Google Classroom can utilize a computer or smartphone. Besides, Google Classrooms allow educators to spend time with their learners digitally. Not only that, the features in Google Classroom are even more complete with the capability to append teachers in a class (Iftakhar Shampa, 2016). Also, M. Janzen (2017) adds that Google Classrooms are deliberately designed to simplify face-to-face learning through the interactive options used to deliver and track assignments.
Meanwhile, communication between members is facilitated through announcements, e-mails, and push notifications. Moreover, I.N.M. Shaharanee, et al.
(2016) added that one of the advantages of using Google Classrooms is that teachers can develop learning strategies without using paper. Both students and teachers can save learning files or documents in an organized manner and do not need to keep them.
While many studies have been undertaken quantitative and qualitative that analyze online classes (Gonzalez & Louis, 2018), a virtual language learning study conducted throughout a pandemic is very rarely found, particularly in the sense of English as Foreign Language (EFL). This pandemic affects unprepared and unexpected online language learning. However, online language learning study is unusual (Sun, 2014). In view of this as a study void, the researcher tried to find out through this research the understanding of learners and teacher about the opportunities and challenges of using Google Classroom in terms of learning English. In summary, Google Classroom deserves to research as one of the platforms utilized in distance learning in this pandemic.
B. Research Focus and Sub-focus
Based on the background above, this study will describe the use of Google Classroom in teaching English during COVID-19 of SMAN 1 Pangkah. The school has
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applied Google Classroom during COVID-19. Thus, the main focus of this study is the english teachers’ perceptions of using Google Classroom as an application for distance teaching and learning at their school. Meanwhile, the sub focus is to collect information related to teachers’ and their peers’ perception about the challanges in teaching English during COVID-19 and teachers’ perception of the challanges of usin Google Classroom in teaching English during COVID-19.
C. Research Question
Based on the focus and sub-focus of the research above, the research question can be broken down into some operational question as follow:
1. What are teachers’ perception of the challenges of using Google Classroom in teaching English during COVID-19?
D. Research Objectives
In connection with the research questions stated above, the objectives of the study were:
1. To explore teachers’ perception of the challenges of using Google Classroom in teaching English during COVID-19.
E. Significance of the Study
Based on the research questions and research objectives, the results of this study expected to give some significances to fellow students, teachers, lecturers, further research, and researchers in terms of:
1. Contributing to the development of teaching English and learning process in the COVID-19 pandemic era.
2. Opening up broader discussion in using the technology of education named Google Classroom for teaching English during COVID-19. This study increases teachers’
knowledge in understanding special cases, especially in the pandemic era.
3. Exploring about teachers’ perception about using Google Classroom in teaching English during COVID-19.This assists teachers consider in using the platform when online learning lasts a long time and can be used as a reference so that teachers are better prepared to face challenges related to the use of Google classroom during online learning.
CHAPTER II LITERATURE RIVIEW A. Teaching English During COVID-19
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In the Covid 19 pandemic era, English learners' provision is necessary with self- learning and life-long learning skills by e-learning. E-learning is a recent foreign language (FL) teaching/ learning trend that seeks to enhance such skills. Alias and Hussin (2002) have invited FL teachers to integrate current technology and e-Learning in teaching a foreign language (TEFL) to provide FL learners with an authentic and natural environment through different tasks and activities. In an e-learning environment and tools, FL learners experience real-life communication by expressing their ideas and opinions and building relationships with other members using FL (Carmen et al., 2003). Furthermore, Samuels and Zaitun (2008) elaborated that communication tools, whether audio like chat or written like chat, discussion, and e-mail, are useful in developing EFL. Learners feel free in expressing their ideas, and these tools encourage shy learners to participate and build their knowledge and language use. Abou Shaaban (2009) pointed out the benefits of other e- learning in TEFL. She mentioned that the activities types and teaching strategies adopted in e-learning meet learners' needs and individual differences, and e-resources allow learners to develop their knowledge of and about the English language by accessing a lot of free online FL resources.
In Indonesian schools, English is still the most famed foreign language. As the first foreign language, that remains. It has formally studied in Indonesian secondary schools (Jayanti & Norahmi, 2014; Kam, 2002; Lie, 2007; Yusny, 2013). English has acquired a special status among many foreign languages present in Indonesia as a foreign language due to several real reasons (Lauder, 2008). Students in secondary school are expected to take this subject because it is compulsory in Indonesia's secondary schools.
Among other subject, it is determined to be necessary. In the national test, students are also expected to take this subject (Jayanti & Norahmi, 2014; Lie, 2007; Yusny, 2013; Zein, 2018).
Every year, nearly 11,000,000 learners study English in formal education, and they are very diverse (Lie, 2007). Indonesia, undeniably, has been one of the most lucrative markets for teaching English (Zein, 2018). English becomes a school subject globally and is expected to own a deal in a place of jobs. As high youth unemployment exists and in the workplace, industry, and tourism, English mastery is much appreciated.
The economic benefits of mastering English for individuals are seen (Jayanti & Norahmi, 2014). Not surprisingly, educational experts, pedagogical practitioners, language policymakers, and linguists are primarily concerned about the latest problems and developments in English Language Teaching (ELT) (Jayanti & Norahmi, 2014). Those assumed that English works in (1) accelerating national growth since a large number of modern science tools are only available in English; (2) developing relationships with other countries; and (3) enforcing national foreign policy. Besides, teaching English in secondary schools provides students with the ability to master four language skills in English, such as reading textbooks, interacting with and learning from foreigners, and introducing Indonesian culture to many other nations (Jayanti & Norahmi, 2014).
While Online learning continues to spread globally as students and teachers feel relaxed and see the opportunity to set up alternately and access learning opportunities
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(White, 2008). Online learning means a series of learning experiences in a subject distributed through a network that offers access to and shares information. In particular, this language has tended to point out an approach to teaching and learning involving Internet technology. For students, the online learning environment is useful for accessing information and content and associating and cooperating with participants (Krish, 2008).
It often is seen as using the internet to access materials; communicating with content, instructors, and other learners; and obtain assistance by learning experience in the learning process to acquire information, make sense, and advance (Ally, 2008). It is also characterized as distance learning assisted by electronic devices, such as tablets, smartphones, laptops, and internet-connected computers (Gonzalez & Louis, 2018).
Inevitably, online learning's widespread use leads students to alternate online language learning (Plaisance, 2018). Online language learning (OLL) can point to different learning changes, such as web-facilitated learning, blended or mixed learning, and wholly virtual or online learning. Furthermore, during the COVID-19 Pandemic, online language learning in the form of EFL takes place in full online language learning in secondary school settings because students and teachers do not gather in a face-to-face forum.
B. Technology for Education
In recent years technology has spread widely through many areas of everyday life.
It has also affected the area of education and brought new opportunities for teachers and learners. Educational technology is a broad field concerning technology in educational settings, such as schools or universities, and independent study at home. Educational technology covers various areas: implementing technology in education, developing, designing, and managing tools and materials for learning; the process of learning with technology (Aziz, 2010; Kaware & Sain, 2015). Educational Technology can apply to different subjects, but language education has perhaps been the most strongly affected (Li, 2017). Education today uses technology to improve the process and results of learning.
Technology has had a much more significant effect on daily life since 2000 and is used in every field, including education. Computers continuously improve their features, and fully-equipped laptops became popular with a broader audience. Since 2007 new kinds of technology have been available, i.e., smartphones, tablets, and less-sophisticated devices called e-book readers. Mobile devices (such as laptops, tablets, and smartphones) are usually lighter, smaller and offer many functionalities usually featured by handheld computers. As in the past, these innovations were also exploited for educational purposes (Persson and Nouri, 2018; Dabas, 2018). Moreover, in the early 21st century, the internet entered its second phase: Internet 2.0.0 The Internet Web pages are dynamic and collaborative in the second generation of the World Wide Web, and users can chat, collaborate, and exchange materials easily on sites such as blogs, forums, and social networks.
Moreover, the number of websites and materials have considerably increased.
(Bonaiuti, 2006). Thus, many tools and resources support education and help make it more accessible to people who otherwise would not have the chance to study. Interaction, tele
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collaboration, and access to the target language and culture are elements of the latest language acquisition theory. Therefore, using technology for language learning and teaching means encompassing all these elements (Otto, 2017).
Another meaningful change regards the role of the learner and the instructor.
Today's learners are more responsible for the learning path, especially with the aid of technology. According to various social-psychology studies, learners are influenced by the culture they grow up in. If they are used to technology, they exploit it for various aspects of life, including education. In more detail, learners are now accustomed to multi-tasking, interactive, and multi-stimuli experiences, which should reflect in education.
Furthermore, learners prefer to practice what they are studying, as learning is no longer an abstract activity. In this sense, technology can provide tools and environments to create a shift from idea to concreteness. He/she does not see the unique source of information available about the instructor's role. The learning process organizer and facilitator means the instructor provides learners with the tools and conditions necessary to learn (Li, 2017).
The internet brought a variety of benefits to language education. It provides loads of online and downloadable materials, both as authentic or ad hoc for learners; many websites devoted to language learning are available, including online courses; learners can take part in an online exchange of finding an online-tutor; language instructors can have their platform where students can interact and study. Moreover, both multimedia technology and the internet are applied to traditional desktop computers and recent mobile technology, i.e., small laptops, tablets, and smartphones (Ertmer and Newby 2013).
Technology for language education has been influenced and has influenced these three aspects. I have already stated that a turning point is determined by multimedia technology and the internet. These two innovations have applied regarding the latest language teaching approaches and learning theories: the learning experience is multi- modal and interactive; interaction as the key for learning is supported by various forms of internet-based communication, i.e., e-mails, chats, university or course platforms, social networks, online conferencing, virtual exchanges.
The opportunity to publish written messages and other content, such as video or audio records, persuades students to do their best and demonstrate their talents. The use of technology for language education has also been debated to help develop skills useful for the future work market: critical thinking, problem-solving, creativity, and collaborative working. Problem-solving activities engage learners in real-life situations, in which they have to use their skills to find a solution with the available tools. These tools can be offered by technology, but effective use is affected by the learners' creativity and reasoning. Moreover, involving learners to cooperate is collaborative working.
Thus, collaborative working does not require people to be physically next to each other; indeed, they can be geographically distant and participate at different times. Also, collaborative working does not have cross-cultural barriers. As you might have already noticed, the learner plays a crucial role in his path towards language acquisition. He/she is encouraged to do something with the language actively. Moreover, the instructor can use
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technology to promote communication practices and the instructor to his / her students.
New methods and theories reflect the use of technology for communicative activities, collaborative work, and learners' participation in their learning journey.
C. Perception
Perception can be defined as the process of achieving mindfulness or taking into account information (Qiong, 2017). Perception, according to Qiong (2017), is the way a person thinks about a situation and their perspective on it. Also, the act of observing, selecting, organizing, and interpreting environmental stimuli is known as perception. It happens because the five senses (hearing, taste, sight, smell, and touch) are constantly bombarded with environmental stimuli. According to Walgito (2004), perception is preceded by a sensing process, which is the process of a human receiving a stimulus through their senses, also known as a sensory process.
After receiving the stimuli, the stimuli or data are chosen. The selection of stimuli was influenced by two factors (Sobur, 2009). The first is caused by psychological variables that are internal. It necessitates the influence of one's background, experience, personality, general attitude and belief, and acceptance of one's own self. Some studies have found that those who are more eager to accept their reality are more likely to acquire information than those who are less willing. External influences provide the second stimulus. They are thought to have a significant impact on stimulation selection. Intensity, size, contrast, movement, reputation, familiarity, and something new are among these factors.
D. Teachers’ Challenges
Teachers' challenges occur when they are unable to learn as well as they would want. It obstructs the learning process of the teachers. Teachers who teach English as a foreign language are affected by the issues. Teachers are unable to achieve the goal of teaching English due to obstacles. They also make it more difficult to teach English.
(Syaiful & Sagala, 2012)
E. Computer-Assisted Language Learning (CALL)
According to Kern (2006), CALL should be related only to computers and software, as continual technological innovations made it possible to exploit different devices and tools of information and communication technology. While Davies (2006) states that the use of computers in studying and teaching languages includes two areas of applications: use of generic software and tools, use of software and tools specifically designed for language education. In his view, this cons area represents the field of CALL.
The production of CALL can be split into three separate phases, according to Beatty (2011): Behavioristic CALL, Communicative CALL, Integrative CALL. However, these phases must not be considered as isolated units. The implementation of a new stage does not mean that the previous one is rejected. Two phenomena have shaped the history and development of CALL. Firstly, changes in the theories and approaches to language learning and teaching have been reflected in the use of technology for language education.
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Secondly, the different CALL phases were affected by the kind of technology available:
Behavioristic CALL was designed for mainframe, Communicative CALL for PC, and Integrative CALL for multimedia and internet-based technology (Kern & Warschauer, 2000). Thus, changes in the educational field have kept up with technological innovations.
The first CALL phase dates back to the 1950s, when CALL systems started to be conceived, but they were implemented only between the 1960s and1970s (Beatty 2011).
This phase was called Behavioristic CALL, as the so-called behavioristic theories of learning influenced it. Repetition was considered an effective learning method, and therefore computers delivered repetitive language drills and instructional materials. As the learning software was based on exercise and practice, the computer was seen as a tutor. Its success, which is still influencing the most recent CALL applications, was determined by various factors. Learners were believed to benefit from repeated exposure to the same materials greatly.
Moreover, this repeated exposure is carried out by the computer, which does not get tired, provides immediate neutral feedback, and offers materials according to the learner's level. However, these systems were unsophisticated since they accepted only one response per item and did not recognize response variations. Then, with the rejection of the behaviorist approach to language learning and microcomputers' introduction, a new phase of CALL took place (Kern & Warshauer 2000).
Before analyzing the second and third phases of CALL development, it is vital to introduce the effect of Cognitive and Sociocognitive approaches to CALL. Cognitivism affected language education by awarding a new role to the learner. He/She is seen as an active agent of his/her learning process, who uses previous knowledge to test him/herself and get new understandings. Cognitive theories have proposed that learning is a discovery and creation process in which students are active participants. The machine provides tools and services in this new perspective, whereas the learner is the controller in a virtual environment (Kernand & Warschauer, 2000).
Sociocognitive emphasized language use in authentic contexts, and therefore it also stressed the interaction of humans via computer instead of with computers. By the internet's network, computers allow for authentic interaction that can take place through e- mail, chat, or forum (the so-called Computer-mediated Communication). CMC encourages language use in pairs and a discourse community made up of language learners and target language speakers. Moreover, CMC (especially the asynchronous mode) enables learners to reflect on how they use the language and their learning path. Furthermore, learners can be engaged in authentic contexts while developing their language skills: different activities are integrated with technology's aid. Sociognitivism shifted the focus from the interaction between learners and computers to what learners do while at the computer, such as interacting with other people via the internet (Kern & Warschauer, 2000).
F. Mobile-Assisted Language Learning (MALL)
There have been various attempts to define Mobile-Learning (M-Learning, despite its short existence. Crompton (2013) offers an overview of the most relevant definitions of
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M-Learning, but all of them are vague and do not provide enough details. However, it emerges that all these definitions underline the device (handheld, palmtop), which supports the learning process and the learner's mobility. Indeed, these are two features of M-Learning.
M-Learning should be considered an approach to learning enabled by mobile technology and education innovations (McQuigganet al., 2015). Mobile technology refers to personal, portable, and internet-connected devices such as mobile phones, tablets, and laptops. E- Learning and CALL, in M-learning and MALL, the internet also plays an essential role (Oller 2012). GSMA Mobile Education (2011) report provided a comprehensive definition of MALL: a learning process through portable devices such as smartphones, netbooks or tablets, or handheld gaming devices. The learning process involves both teachers and students interacting with each other and with the devices, anytime and anywhere. The learning experience is easily contextualized and personalized.
As reported in the previous definition, M-Learning is characterized by some key features closely linked to the idea of using personal and portable devices. Through mobile devices, learners can access materials and carry out activities regardless of time and location.
Moreover, learning is not limited to the times spent in school (McQuiggan, et al., 2015). M- Learning is also quite flexible and customizable. Indeed, mobile devices can track learners' paths and help them focus on the materials and activities which meet their needs (McQuiggan et al., 2015 Nail & Ammar, 2017). Mobile technology can be a cost-effective alternative to traditional educational approaches: Spending money on paper and multimedia materials is unnecessary, and mobile devices such as phones and tablets can often be purchased at reasonable prices (Nail & Ammar 2017).
The use of smartphones and other mobile technologies in language learning is mobile-assisted language learning (MALL), especially in situations where portability and situated learning offer unique advantages. In other words, MALL represents language acquisition supported by mobile device mobile devices such as laptops, tablets, MP3/4, and mobile phones are portable devices (Kukulska-Hulme & Shield, 2008). Indeed, M-Learning concerns mobile devices' usage for educational purposes, while CALL defines the use of computer technology in language learning (including internet services). Thus, the MALL is an M-Learning branch and an evolution of CALL.
G. Technology Acceptance Model (TAM)
Davis (1986) developed the Technology Acceptance Model (TAM) to clarify the acceptance of using technology (Hidayat et al., 2019). Davis included components of attitudes and beliefs in the Technology Acceptance Model, according to Ramdhani (2009).
(TAM). Furthermore, the Technology Acceptance Model (TAM) was built based on Ajzen and Fisbein's (1980) Theory of Reasoned Action (TRA) (Lee et al., 2003). This Theory of Reasoned Action (TRA) elucidates the reactions and perspectives of Information Technology (IT) users that influence their decision to use technology (Hidayat et al., 2019).
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The major goal of the Technology Acceptance Model (TAM), according to David (1986), is to illuminate the durability of common recognition of computers and to provide a rationale for the behaviors or attitudes of consumers in a population. The TAM (Technology Acceptance Model) looked at how two beliefs, perceived ease of use (PEOU) and perceived usefulness (PU), influence behavioral intent to utilize technology (Sayekti and Putarta, 2016). Perceived ease of use (PEOU) is the level of individual belief generated by performance development after using the system, whereas perceived usefulness (PU) is the degree of individual believe generated by performance development after using the system (Hidayat et al., 2019).
. Furthermore, the Technology Acceptance Model states that perceived ease of use and perceived usefulness enable the influence of external variables such as system features, process improvement, and drill on the intent to use (Hidayat et al., 2019). According to the Technology Acceptance Model (TAM), user inspiration can be clarified by perceived ease of use (PEOU), perceived usefulness (PU), and attitude toward a technology (Cheok et al., 2017). According to the Technology Acceptance Model (TAM), users' attitudes about a system will determine whether they accept or reject it (Cheok et al., 2017).
Because teachers are free to use or not employ certain approaches or methods in their classrooms, their perspectives and beliefs are important in determining whether or not information and communication technology (ICT) should be used at all during their lectures (Cheok et al., 2017). Two ideas, perceived ease of use (PEOU) and perceived usefulness (PU), will influence teachers' attitudes in the long run (Cheok et al., 2017).
Furthermore, according to Cheok et al., 2017, perceived ease of use (PEOU) has a direct impact on perceived usefulness (PU). That is to say, if teachers consider technology to be stress-free, they will find it to be beneficial as well (Cheok et al., 2017).
According to Davis (1993), system features should influence perceived ease of use (PEOU) and perceived usefulness immediately away (PU). These system design aspects are thought to influence attitudes toward and actual system use via perceived ease of use (PEOU) and perceived usefulness (PU) (Davis, 1993). The reasoning of system design features is a stream of causality that starts with the system's features and progresses through perceptions and attitudes to usage (Cheok et al., 2017). User recognition is the most important factor in determining whether a system succeeds or fails (Cheok et al., 2017). Technology Acceptance Model (TAM) is known to predict technology adoption based on behavioural intention, attitude toward use, perceived utility, perceived ease of use, and external variables, according to Lee et al. (2003). As a result, the Technology Acceptability Model directs the structure of this research project, which is to examine technology acceptance from the perspective of instructors. The Technology Acceptance Model is depicted schematically in Figure 2.1.
Attitude toward using
Behavioural intention to
use
Actual system use Perceived
Usefulness External
Variable
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Figure 2.1 : Technology Acceptance Model (TAM) H. Google Classroom
Google Classroom was first introduced on August 12th, 2014 by Google Apps for Education (Harjanto & Sumarni, 2019). Google classroom is an application that may be used in two ways; as a smartphone app or as a desktop version in laptops or computers (Islam, 2018). It was built specifically for educational reasons especially to facilitate teachers’ workflow. It is also a big and well-known classroom management program that has managed to store 30 million assignments uploaded by teachers and students (Fitriyaningtyas et al., 2019).
Moreover, Iftakhar (2016) described that Google Classroom as a fee online- based classroom with many functionalities and easy to use application. It serves as a place to create and distribute resources such as videos and pictures (Harjanto & Sumarni, 2019).
It also acts as a place for teachers to extend invites to students, conduct classes, give assignments, administer quizzes or examinations, and perform administrative task (Harjantp & Sumarni, 2019).
Google Classroom is a product linked to Gmail, drive, hangout, YouTube, and an in-depth calendar by Google. The many facilities offered by Google Classroom would make it easier for educators to perform teaching activities. The expected learning is not just in the classroom, but also outside the school, since by accessing Google Classroom online, students can learn anywhere and whenever.
Google Classroom is very simple to build and use. All available characteristics are combined here. The teacher is able to see three taps until a new course space is developed. These are labeled as streams, students, and about. On the same side, they will see a plus sign on the bottom of the right. Four separate tabs will open called reuse article, create a query, create an assignment, and create announcements if the teacher clicks on it.
The teacher can save all files to Google Drive. For instructional purposes, he or she can score, connect your tube, or any connection. A teacher can send mail to all students at a time from Google Classroom.
Janzen, M. (2014) highlights the following advantages of using Google Classroom. First, it's easy to use. It's effortless to use. The design of Google Classroom The instructional interface and options used to convey and track assignments are deliberately simplified; it also streamlines communication with the entire course or individuals through announcements, e-mails, and push notifications. It is mobile-friendly as well, designed to be responsive. On any mobile device, it's easy to use. In today's web-
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based learning environments, mobile access to learning materials that are appealing and easy to connect with is essential. He adds that Google Classroom would save time, too.
The classroom at Google is planned to save time. The process of handling document delivery, grading, formative assessment, and reviews are simplified and streamlined by incorporating and automating the use of other Google applications, including papers, slides, and spreadsheets. As Chehayeb, A. (2015) reports that Google Classroom Software Engineer notes that "to save time," they designed classrooms. He says that Google is introducing some features such as export grades to Google Sheets, grade point scale easier to change, grade entry keyboard navigation, grading page name sorting, etc. to save teachers' time.
According to Marry (2014), Google Classroom is providing more professional and authentic applications to be used in the learning environment as Google Apps constitute a large portion of cloud-based business collaboration platforms used by all professionals. In addition, this software is readily available and usable in both face-to-face learning environments and in a completely online environment for teachers and learners.
This helps educators to more effectively explore and impact flipped instructional approaches, as well as to automate and coordinate the delivery and selection of tasks and communications in different educational environments. Also, it is free. For learners without access to an educational institution, Google Classroom itself is not generally accessible. But by simply signing up for a Google account, anyone can access all the other apps, such as Drive, Docs, Spreadsheets, Slides, etc.
Keeler (2014) also addresses a variety of other advantages of using Google Classroom. She discusses how Google Classroom ensures the treatment is simplified only by posting an announcement. A. R., Crawford. (2015) argues that Google Classroom promotes interactive learning. Teachers can upload materials here and provide input to students. Students may also upload materials and make personal statements. Students may also collaborate with each other. They will exchange their documents and assignments and thereby make the best assignment possible. Keeler, A (2014) also points out that Google Classrooms promote cooperation between students.
1. How Google Classroom Works
According to Google (2020), in order to utilize Google Classroom correctly, a set of instructions must be followed. First and foremost, browse classroom,google.com and login sign in with the Google apps for Education account, which will be the institution’s email address. Then, to create a new or first class, click on the “+” sign button located to the email-address icon. Next, two option will appear that are join class or create class. To create the class, click on the create class button, or to join a class created by someone elsem click on the join class button, After clicking on Create Class, a box will show on the screen requesting class information such as class name, section subject, and room.
Teachers can also provide other details such as a short description of the entire class or instructions fro students to follow at the “about” tab, and thet can also upload teaching resources, teaching plans, syllabus, lesson plans, and course outlines via Google Drive
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folder. Finnalu, the class is ready to begin, and students may easily join by entering their instituional Google account email adress and the meeting link or class code provided by the teacher who created the class.
2. Features of Google Classroom
According to Muslimah (2018), Google Classroom have various activities that can be carried out by unique feature. Here are several features of Google Classroom which are as follows:
a) Distributing
Teachers may upload and share any link relating to lessons, documents or files for students, and teaching tools that may aid students’ learning.
b) Task or assignment
Teachers are permissible to design, distribute, share, and gather task or assignment for students, while students can submit completed task or assignment assigned by the teacher.
c) Assessing
Teachers are permitted to evaluate students’ task or assignment by assigning a numerical grade. Furthermore, teachers can add feedback remarks based in the task or assignment submitted by the students.
d) Calendar
Google Classroom provides a calendar that include the task or assignment’s submission date as well as a deadline reminder for both teachers and students.
On the other hand, as technology advances, Google Classroom has been upgraded with even more features that can improves its quality (Setiadi, 2020). The following are the new features according to Google (2020):
e) Single view for assignments
Google Classroom while provide that display all of the assignments that students have completed. Both teachers and students can view the status of the submitted assignment, lost assignments, and assignments that have been graded and returned.
f) Class Organization
Teachers can arrange and organize classroom based on the specific class standards that they hold. Teachers, for example, can plan for a class by looking at the priority amount of work and daily timetable.
g) Decimal Evaluating
Teacher will be able to employ highly accurate appraisals with the help of Google Classroom. For example, decimal points are used in its valuation.
h) Change the Class Ownership
The feature allows the teacher to freely change the owner of a certain class that has been formed without having to build a new class for another instructor. The new class owner can also freely receive full access to the class, which included the student assignment as well as the resources in Google Drive.
i) New Lesson Incorporation
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This capability allows for the seamless integration of both teachers and the some online applications they prefer. For example, Kahoot and Quizizz.
j) Display of Class Code or Meeting Link
Teachers can display and share the class code or meeting link full on the sharing screen, allowing students to attend the class quickly and without being late.
k) Import the Google Form quiz mark into class
Online quiz platforms, such as Quizzes, can be carried out via Google Forms, allowing teachers to conduct immediate assessments for students to measure their level of understanding on the topic given. Furthermore, teachers are permitted to immediately enter the score obtained by students from the quiz they completed into Google Classroom.
l) Upload a Profile Picture
Teachers and students can both freely upload change or remove their profile pictures using a smartphone, laptop, or computer.
I. Previous Study
A research was conducted by Ghavifekr et al. (2016) on teachers’ opinion of the problems they face when using information and commication technology (ICT) tools in the classroom. A quantitative research method was used to collect information from 100 teachers from secondary schools in the Malaysian state of Malaka. According to the findings, the main problem and challenges that teachers face when using information and communication technology (ICT) tools are limited accessibility and internet connection, insufficient technical support, a lack of effective drill, a lack of effective drill, a lack of time and insufficient of teachers’ capability.
Besides, Bakerson, M., Trottier, T., & Mansfield, M. (2015). States that online learning offers students unique learning opportunities. Face-to-face interaction is replaced by virtual interaction which offers comfort and flexibility in an online learning environment (Hoi et al. 2018; Landrum et al. 2020; Smith et al. 2019). Virtual learning provides unique learning management system features such as tools, feedback tools, chat discussions, comment fields, assignments, and files or sharing documents. It is a platform accessible to students in many educational settings to go outside the classroom and work on various collaborative experiences as an extension of direct teaching classes including English. Students can learn about various subjects and cultures from all the technological resources they have around them, surf the internet and use technological devices that they have access to such as iPods, iPad, tablets, Mp3s and Mp4s, among others. Students are invaded, however, by a great deal of knowledge from numerous sources.
However, the sudden shift from face-to-face learning to online learning has resulted in completely for students’ learning experience. Adnan and Anwar (2020) reported that only few institutions which have been able to introduce online classes during the initial month of COVID-19. It has caused most students have reservations about online/digital learning. The availability of school connectivity (Bakalar, 2018) has also
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included numerous issues, such as an internet network not previously enjoyed by all schools, especially in villages, as well as the cost of buying costly data packages.
Furthermore, most of students find that they have lack interaction with their teacher and classmate. They face difficulty when they have to understand the material and do assignment without face-to-face discussion. More recently, it has been demonstrated that learning remotely on the digital platform fatigued many students, decreased their interest, and the perceived heavy workload negatively influenced their motivation (Niemi
& Kousa, 2020). Students also think that online learning as an alternative learning model has not had an effective impact on growing their skills (Syauqi, K., Munadi, S., & Triyono, M. B. 2020).
Moreover, students have lack of appropriate reply or feedback (Bardakci, 2018).
Whereas, they need encouragement from their teachers, particularly appreciate the comments or feedback they receive from them, and even feel that their positions are not important because they do not receive feedback from teachers and/or instructors. Also, the physical barrier is obstacle to Google Classroom or online learning in general (Octaberlina, Muslimin, 2020). For most of us, our eyes generally like to focus more than six meters away, so viewing a computer screen is an outwardly visual task, unlike reading a written page. The digitally presented page is mostly made up of lesser text, glittering prints, and pixelated images.
Participating teachers believed that the educational approach required improvement and that all partners, including states, educators, social groups, school committees, parents, would discuss to define and articulate online learning objectives that are aligned with the humanism-based national curriculum. With regard to educational strategies, they emphasized that technical preparation, including technology capability, whether online (TV learning, radio, online applications) or offline (printed instructional materials, modules, textbooks) was important to promote the progress of online learning Rasmitadila, R., Widyasari, W., Humaira, M., Tambunan, A., Rachmadtullah, R., &
Samsudin, A. (2020).
Teachers' technical expertise in the online world is also one of the obstacles that defines the smoothness of educational practices (Ko & Rossen, 2017). Focus on the roles and expectations of teachers in teaching during the online learning and the willingness of teachers to understand ICT have had an impact on the success of teaching and learning.
Teachers who do not have online teaching experience or have trouble running technologies and information resources will typically find it challenging to learn online because SFH forces teachers to master a range of applications.
Then, another factor that should is teaching material adapted to the condition and students’ need (Rachmadtullah et al., 2020). The development of these materials requires time, attention and concentration from the instructor, since the teaching of the subject before COVID-19 is fundamentally different. Also, teachers often experience difficulties in obtaining input from students as security lapses encourage unknown students to enter and interrupt the classroom by acquiring secure codes. Some users can be intimidated by
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open, truthful discussion. In addition, students can use Google Classroom as more of a social networking site than an e-learning platform (Joshi, 2019).
According to Azhar and Iqbal (2018) who conducted teachers’ perception on the effectiveness of Google Classroom. The participants were higher education teachers who have utilized Google Classroom for at least one semester. Based on the data gathered, Google Classroom was only identified by teachers as a tool that could help with document and classroom management, with no positive effect on teaching method and productivity.
On the other hand, Harjanto and Sumarni (2019) conducted a study in Indonesia using 7 high school teachers who had used Google Classroom at least a year in their classroom. The study investigated on teacher’s experiences with the Google Classroom platform in terms of using Google Classroom as a learning tool.
Besides, student engagement and participation in online learning must be improved as they appear to have lost interest over time. Teachers cannot personally communicate (face-to-face) with students, so teachers cannot gage students' comprehension of online learning. This lack of physical contact, in particular, has contributed to a decrease in the passion for teaching (Strunch, 2020).
In Addition, Support for parents, teachers and governments (central and regional) is desperately needed in the online learning process (Guner, 2019). Instructions during the teaching online would not run seamlessly if assistance from colleagues, headmasters, and schools is not given. Without proper help, a teacher who may plan for teaching might lose faith and excitement.
Following the discussion of previous relevant studies, it is clear that all research studies support the focal point of this research study, which is to explore teachers’
perception in teaching English during COVID-19. Nonetheless, there is still a reluctance exploring and focusing on the challenges of using it from State Senior High School teachers’ perception. This is because still a bit of the researchers have given importance on taking into account state senior high school teachers’ perception particulay in Tegal Regency on the challenges that face in using it rather focused on the perception of the students and higher education lectures. As a result, this study waits to prove as proof in order to demonstrate the challenges in using it from the perception of public senior high school English teachers’ point of view.
18 A. Research Method
CHAPTER III
RESEARCH METHODOLOGY
Many researchers are using a qualitative method to examine people's behavior, perspective, perceptions, and feelings. The qualitative emphasis will be on the perspectives of the participants. The researcher also participates in the analysis and immerse himself in the emic perspective. This allows for the uniqueness of data collection and analysis. The qualitative analysis goes straight into the real environment in which data are observed and collected. The scientist has been at school for a long time to learn more about the participants' everyday lives (Fraenkel, Wallen & Hyun, 2011).
A case research employed in the analysis. The aim of the case study was to allow researchers to obtain and analyze data in a context or phenomenon. The selected cases which involve individuals, students, or employees of schools who are part of the school population (Creswell, 2011). Case study evidence are used to explain the case in-depth in real-life in a detailed way (Yin, 2012). In this study, the perception of students and teacher about opportunities and challenges of using Google explored in-depth during the COVID- 19 Pandemic in Indonesia
B. Research Setting
This research is focused on using Google Classroom in teaching English during COVID-19 in the academic year 2020-2021. This research will be held at SMAN 1 Pangkah, Teagl Regency
C. Participants
Participants in this research were three English teachers in SMAN 1 Pangkah, Tegal Regency. The semi-structured interview has conducted with three English teaachers to get deeper data from the teachers. Then, the documents of Google Classroom displayed as the prove of te interview.
D. Research Instrument
Instruments of research are tools built up by researchers for reaching the projected purposes when conducting research. Practically, the instruments are designed devices to assist in collecting data to be analyzed. Miles and Huberman (2014) describe research instrumentation as specific means which is focused on gathering information, and it can be closely or openly structured.
1. Quesionnaire
This study's questionnaire was adapted from one prepared by Shaharanee et al (2016). Part A and part B are the two sections of the questionnaire that will be used. It consists of two parts which categorized as part A and part B.
a. Part A
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In this section, questions about teachers’ gender, race, years of teaching experience, and school were asked in order to compile a demographic profile.
b. Part B
There are five separate sections in this part that were produced from Shaharanee et al.
(2016)'s questionnaire, which is based on a Likert scale that ranged from strongly disagree to strongly agree. The first piece of component B consisted of to access, followed by a section about perceived usefulness. The third section deal with communication and interaction, while the fourth section deal with how teachers perceive instruction delivery.
Finally, the satisfaction of teachers will be
discussed in the fifth section.
2. Semi-Structured Interview
To obtain deeper perception about the challenges faced by Senior High School English teacher in applying Google Classroom, A semi-structured interview will be used as the tool to collect data for the qualitative technique. Because of the freedom it affords, a semi structured interview was chosen as the instrument to answer the research question. It allows the researcher to study the participants until an understanding is reached (Silverman, 2006).
Furthermore, this strategy helps in gathering information teachers on the challenges they have when employing Google Classroom. A semi-structured interview was also chosen since it provided a clearer and more in-depth insight of the participants' views and opinions on a specific topic (De Vos, 2011). There was a combination of open-ended and closed-ended questions in the semi-structured interview questions.
3. Observation
Observation is a purposeful, systematic and selective way to observe phenomena that occur. Observations can be made when research is related to human attitudes, work processes and interactions that occur in the research area. here are two techniques of observation. The first is participant observation in which the author or researcher plays a role or participates actively in the event being studied. the second is non-participant observation where the researcher is not involved, only becomes an observer and is not directly involved in the activities being studied. In this case, the author makes non- participant observations by observing every online learning meeting that is documented in Google Classroom.
4. Documentation
The writer asked permission to the all participants to record the interview and take pictures with them as documentations. Besides, the writer also asked to invite in their google classroom. Then, the writer took some pictures of their virtual classroom who related to reaserch question.
E. Data Collection Procedure
Data collected carried out in two stages. The first step used Semi-structure interview. The writer have interviewed three English teachers of SMAN 1 Pangkah on
